CUP - Common Underlying Proficiency (things that are the SAME in L1 & L2)
SUP - Separate Underlying Proficiency (things that are DIFFERENT in L1 & L2)

What is SDAIE?

SDAIE - Specially Designed Academic Instruction in English (a "sheltered English" program for EL levels 3, 4 & 5; the purpose is to give ELs access to the CORE CURRICULUM; students are taught the academic CONTENT at GRADE LEVEL in ENGLISH)

What is ELD?

ELD - English Language Development; A systemic & explicit teaching of how the ENGLISH LANGUAGE works (i.e. vocab., fluency, form & function); Primarily for EL levels 1, 2 & low 3s, but also used for levels 4 & 5 to fill in gaps; PULL-OUT program to help ELs develop ENGLISH SKILLS (listening, speaking, reading & writing)according to ELD standards; students are taught at their ABILITY/PROFICIENCY LEVEL (i.e. below grade level); provide ELs with MANY OPPORTUNITIES to practice language skills at their proficiency level AND at systematically teach language skills at the NEXT LEVEL of proficiency

What is CBELD?

Content Based English Language Development; PULL-OUT program for EL levels 1, 2 & low level 3s to teach ENGLISH SKILLS to ELs though CONTENT at their ABILITY LEVEL (not grade level); purpose is to access the core curriculum & begin developing academic vocabulary

What is SEI?

Structured English Immersion; an EL program where ELs & EOs are mixed; program includes both SDAIE & ELD; students are placed if program if the have "less than reasonable fluency"; program usually lasts 1 yr.; students are taught overwhelmingly in ENGLISH

What is CST?

California Standard Test

What is Lau v. Nichols?

1974 Supreme Court decision that providing the same instruction & materials in English to ELs was not equitable--i.e. ELs need modifications & extra services

What is NCLB, Title III?

2001 No Child Left Behind, Title III provides federal funding for ELs & immigrants; requires accountability for progress of ELs

A language that is indigeous (e.g. Navajo, Chumash, Hawaiian...); a community "will" creates a heritage language program or a majority language group's belief in the value of learning a 2nd language (Video: French is a heritage language in Louisiana)

What is a DUAL IMMERSION Program?

A program for both ELs and EOs where students are taught in both L1 & L2; start in Kindergarten with 90% L2 and 10% L1 and gradually increase L1 until 50% of the kids are EL and 50% of the kids are EO; students are placed by "parental exception waiver"; this is the goal of ACCULTURATION; Use ELD & SDAIE

What is an ENGLISH ONLY Program?

A program where all kids are taught in English ONLY; the belief is that common language is a unifier and that students wil be more academically successful; this is the goal of ASSMIMILATION

What are 4 EQUITY ISSUES related to the education of ELs?

1. PROGRAM PLACEMENT (length of time in program; tracking, segregation, special education, gifted educatio, access to AP)
2. STUDENT DATA (big Achievement Gap for ELs compared with EOs; higher Retention/promotion gap for ELs; Higher Dropout Expulsion & Detention rates for ELs)
3. STAFFING (Maldistribution of teachers--i.e. less qualified teachers are placed at lower performing schools
4. FUNDING (even though there is funding for EL students, there is still a big inequity--i.e. there is little local funding at minority schools

What is an ENGLISH LANGUAGE MAINSTREAM program?

A "regular" classroom composed of both ELs & EOs that is taught overwhelmingly in English; for ELs with "Reasonable Fluency"; Uses ELD & SDAIE

What is a TRANSITIONAL BILINGUAL EDUCATION program?

Students are taught core academics in their PRIMARY LANGUAGE and have 1 hr. of ELD; they are mainstreamed for their electives; used for EL levels 1 &2; placement is based on a "Parental Exception Waiver"; Uses ELD and Access to core in L1/L2

What are 3 types of PARENTAL EXCEPTION WAIVERS that parents can sign to keep their EL students out of EL program?

1. ENGLISH SPEAKERS (knows English based on standardized tests)
2. OLDER STUDENTS (10 yrs. or older; informed belief by principal & educators that it is best alternative for student)
3. SPECIAL NEEDS (physical, emotional, psychological or educational; principal & educators must agree this is best alternative)

What is the link between ORAL and WRITTEN language for EL students?

For ELs, it is very important to go back and forth from Oral to Written AND from Written to Oral; e.g it is helpful to start with Oral before writing an essay; examples of Oral: retelling, role playing & paraphrasing

What are 5 PERSONAL FACTORS that affect English Language Literacy Development?

In a systematic & explicit matter, PRE-TEACHING the vocabulary & language functions in the content area; use for ELD or SDAIE; teach language FORMS (e.g. I think you should...; according to the newspaper..., the West coast is___ whereas the East coast is___) & FUNCTIONS (e.g. to persuade, to inform, to compare & contrast)

What is the LANGUAGE EXPERIENCE APPROACH?

Use for ELD in lower grades; the teacher writes down exactly what the student says & then the students reads the story back to the teacher; holistic approach; kids "self monitor;"

What are INTERACTIVE JOURNALS?

Teacher & student write in the same journal in response to one another; increases self-esteem due to teacher attention; Use in ELD to work on fluency & in SDAIE to work on content

Journals that students use to reflect on their learning in a particular content area; "Metacognitive Strategy" - helps make students aware of how they learn & what resources they most successfully utilize

LEVEL 1: mix ELs with fluent English speakers for hands-on, concrete activites (e.g. P.E., Art)
LEVEL 2: mix 1 or more EL from the SAME background for conceptually demanding or abstract work; Preview in L1, teach lesson in L2 & Review in L1
LEVEL 3: Mix ELs with native speakers for hands-on & mix with 1 or more students of same background for conceptually demadig or abstract material
LEVEL 4 & 5: Mix with native-ENGLISH speakers for ALL activities

What are 3 things that are important for the PHYSICAL SETTING of a classroom?

Give a name to the strategy, model the strategy out loud, explain how the strategy will help students and when & how it can be used

(e.g. "Using Images" strategy: draw a picture to help understand a problem by visualizing & understanding the problem)

What is the problem with how people are referenced in the California Framework?

The framework is dominated by WHITE MALES even though 84% of students in California are Latino; thus, it is impt. for teacher to be aware of "cultural diversity" and to supplement Framework!

What are 4 types of ANALYSES to determine whether or not teaching materials are biased (e.g. against races, gender, social-class)?

1. PICTURE ANALYSIS - Use for texts that picture American People
2. "PEOPLE TO STUDY" ANALYSIS - use for Science & History texts
3. ANTHOLOGY ANALYSIS - Use for elementary readers, literature texts, etc.
4. STORYLINE ANALYSIS - Use for history texts, long stories in liteterature books & novels

What are some ways to MODIFY MATERIALS to meet the cognitive, linguistic, cultural & academic needs of ELs?

Use graphic organizers, change the modality from written to ORAL, tape record selected passages, copy & highlight portions of texts, etc.

What 3 things should a teacher consider when selecting BASIC & SUPPLEMENTARY MATERIALS?

"Krashen's Monitor Model;" e.g teach English ALL in English;" goal is for students to undertand the ideas, but not the specifics of language; use for EL levels 1 & 2

Describe the ELD "TPR APPROACH"

"Total Physical Response;" Based on idea that language is learned through association with BODY MOVEMENT (e.g. "Head, Shoulders, Knees & Toes); goal is for students to learn receptive, then expressive language; use for EL levels 1 & 2

What is the purpose of STRUCTURED INTERACTIONS for ELs and what are some Strategies (Oral & Written)?

Structure Interactions can help ELs maximize language output if they are meaningful & purposeful; help ELs negotiate meaning in a supportive context during ELD & Content instruction; Use DYNAMIC GROUPING

ORAL STRATEGIES: "Numbered Heads Together" (you're #1,2,3...); "Think, Pair, Share;" "Tea Party" (each person has a piece of the info. & they have to find the person who has the related piece)

SUPPLY NEEDED BACKGROUND INFO. - the more a student knows about a subject, the easier it is to learn new info.; train bilingual students, parents & community members to assist ELs; Have texts in a variety of languages & various readability levels in class; Use Preview-Review & Pre-teach related key words

CONTEXTUALIZING THE LESSON is a key component of SDAIE. What are some ways to do this?

1. Present new concepts in CONCRETE, VISUAL ways (e.g. role-play, peer discussions, experiements, graphic organizers)
2. Use COGNATES when possible (words that are similar in 2 or more language AND have the same meaning
3. Teach vocabulary in CONTEXT & use REPETITION that doesn't feel repetitive
4. Let students choose method that works best for them (e.g. draw pictures of vocab., write meaning in native language...)

PROVIDING A POSITIVE AFFECTIVE DOMAIN is a key component of SDAIE. What are some ways to do this?

A POSITIVE AFFECTIVE DOMAIN is one that has a LOW AFFECTIVE FILTER (i.e. an environment that is accepting, encouraging & has low anxiety). This can be accomplished by focusing on the content of the students' message rather than on the form; provide "wait time" b4 asking a students questions by having them 1st discuss it with a peer or group; provide frequent student-student interaction; fill classroom with primary language materials to help students access info. & validate culture; use cross-age or peer tutors

TEACHING STUDY SKILLS is a key component of SDAIE. What are some ways to do this?

Teach students how to take notes, organize thoughts, differntiate between main ideas & supporting details, how to identify cause & effect

Use CALLA Approach to explicitly teach learning strategies & to help students figure out which ones work best for them

Use GRAPHIC ORGANIZERS to help students learn English's linear discourse
style

Use SCAFFOLDING support strategies & then gradually withdraw them

Teach students how to approach a TEXTBOOK (e.g titles, chapter headings, topic sentences, skimming for meaning, Table of Contents, Glossary...)

MODIFY THE USE OF THE TEXTBOOK is a key component of SDAIE. What are some ways to do this?

Teacher directed PRE-READING activities are crucial to to student success during independent reading!

Students can read in pairs, groups, in response to the teacher or along with the teacher

Using PERFORMANCE ASSESSMENT TASKS that assess student progress towards the standards is a key component of SDAIE. What are some of the ways to do this?

Traditional tests are not appropriate for ELs bec. they require lots of reading and/or writing. Therefore, EL tests need to include MULTIPLE MEASURES of Student Performance that are inclusive of various learning styles. Here are some assessment practices:
AUTHENTIC ASSESSMENT - draw tasks from instructional context of classroom
DYNAMIC ASSESSMENT - focus on both the processes & products of learning
INDIVIDUAL & GROUP ASSESSMENTS - use both
STANDARDS BASED ASSESSMENTS - acheivement is measured against benchmarks tied to stds.
MULTIPLE ASSESSMENTS - Use a variety of sources on multiple occassions

What is SCAFFOLDING?

The process of providing students with some STRUCTURE that will help them as they work on a performance task.

1. TIME - timed tests are stressful
2. LINGUISTIC BIAS - test is designed to be used with a different language group
3. CULTURAL BIAS - the values represented in the test differ
4. TEXT ANXIETY - compounded when test is alien to cultural background & test format may be unfamiliar
5. RAPPORT BETWEEN TESTER & TEST TAKER - person giving test may be unfamiliar
6. EQUIVALENT ENGLISH & OTHER LANGUAGE VERSIONS - when a test is translated, there may be a lack of correspondence & scoring may differ

STANDARDS inform ASSESSMENT--> Assessment informs INSTRUCTIONAL PRACTICES--> Students engage in LEARNING what they need to know & be able to do--> Students DEMONSTRATE whate they know & can do--> Either students experience LEARNING & transition to the next lesson OR if they do NOT experience success, the teacher RETEACHES & modifies instruction bases on ASSESSMENT results

All ethinic groups score lower than Whites, except for all Asian-Americans

There is a growing "achievement gap" bet. EOs & ELs!

It is unclear as to what extent English Proficiency is linked to underachievement

What is meant by "Overachievement of ELs?"

Asian Americans are referred to as the "Model Minority" & this can lead to them being OVER-QUALIFIED for jobs; also this "Whiz Kid" image can mask indiviual needs & problems

High Achievement of Asian Americans may be due to TEACHER EXPECTATIONS which leads to a Self-Fulfilling Prophecy

Some subgroups resist assimilation

What are the issues of DROP-OUTS, RETENTION & TRACKING?

DROPOUTS - "Hispanic Dropout Project" found a tendency for teachers to blame students & their familiies OR to make excuses such as low socioeconomic status & lack of English proficiendy; Educators need to provide high quality curriculum & instructions, know about the students & their families, & receive high-quality professional development

RETENTION - 10% of ELs are retained; students who repeat at least 1 grade are more likely to drop-out of school